Transforming learning
Change Management Plans and BSF
Pete Bains
24/02/10
Transforming learning
Every Child Matters
Objectives for the session
 Context and imperatives for change
 Priorities and implications for Changing Practice
 Processes and strategies for effective change
 Planning and implementing change
Transforming learning
Every Child Matters
What is BSF aiming to achieve?
 ensure ECM outcomes are met - improve outcomes for all students
 ensure social justice - close attainment gaps, reduce NEET etc
 ensure that every school in Camden becomes and is recognised as
being outstanding
Through...
 transformational, flexible learning spaces and ICT provision
 a Camden Campus for Learning – a diverse and inclusive
collaborative partnership
 a shared understanding of what we are trying to achieve
 A pedagogy, curriculum and arrangements for learning appropriate
for the 21st century
Transforming learning
Every Child Matters
What does transformation look like?
Transforming learning
Every Child Matters
Camden’s Vision for Learning
We have a shared responsibility in ensuring that, whatever
their need, all children and young people in Camden:
become confident individuals who are healthy, happy
and safe
become successful learners who enjoy learning, make
good progress and achieve
become responsible citizens who make a positive
contribution to the wider school community and beyond
We can best achieve this goal by working together.
Transforming learning
Every Child Matters
What are we trying to achieve?
Successful
learners
Curriculum
aims,who
ECM
make progress and achieve
Confident
individuals
outcomes, skills
and attributes
who lead safe and
healthy lives
Responsible citizens who
make a positive
contribution to society
Back
Transforming learning
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Minding gaps
Be aware of the gaps and have a plan of action to deal with each.
Want convergence, but with improved outcomes for all
– a levelling up
Attainment
Time
Transforming learning
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The quality of teaching has a huge impact on
student performance
Student performance
100th percentile
Student with highperforming teacher*
Two students with
same performance
50th percentile
Student with lowperforming teacher**
0th percentile
Age
Sanders and Rivers
Transforming learning
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8
From good to outstanding
1.
2.
3.
4.
5.
6.
7.
8.
Having vision, values and high expectations
Attracting, recruiting, retaining and developing staff
Establishing disciplined learning and consistent staff behaviour
Assuring the quality of teaching and learning
Leading, and building leadership capacity
Providing a relevant and attractive curriculum
Assessment, progress-tracking and target-setting
Inclusion: students as individuals
From :Twelve outstanding secondary schools report by
Ofsted (Matthews)
Good is the enemy of great (Jim Collins)
Transforming learning
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Organising learning
•Holistic view of the learning experience - beyond lessons
•Approaches to learning /pedagogy
•Cross –curricular themes
•Statutory expectations – skills and knowledge
Transforming learning
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Change
A clear visualisation and articulation of the desired
outcomes – for 21st century learning
FUTURE
Organisational
culture
Structural
change
Behaviours
Values
Working
practices
Leadership
Teamwork
Confidence
Expertise
School
organisation
Systems
Processes
Management
structures
Funding
NOW
An honest and robust appraisal of the current position
– strengths and weaknesses
Transforming learning
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Transformation is…………
transformational brief =
SSfC/design brief/ CM Plan
Design
transformation
Design
Quality
Flexible
learning
spaces
Educational
transformation
Appropriate
pedagogy and
organisation
Change Management strategy &
Planning
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Raised
achievement
What should the change management
strategy do?
• Build leadership capacity for transformation within and across
schools and within the LA
• Provide a clear framework to guide the work of schools,
teams and individuals
• Transform learning and outcomes
• Energise, empower and give confidence to leaders of change
(to be innovative and take managed risks)
• Develop skills, knowledge, qualities and attitudes that support
new work practices
• Identify innovative use of new technologies
• Ensure schools are intelligent / expert clients for services
Transforming learning
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Managing transition and change
• Processes – consider current and future
learning activities [to get the most from new
facilities]
• People – involve staff and students in any
proposed changes and support them during the
transition and beyond
• Places – design facilities to reinforce the
school’s current and future learning model and
be flexible enough to respond to future change
“ Well supported gradual change is more likely to
be successful, creating a positive environment
that new staff and students can adapt to equally
well. ”
Project Faraday: exemplar designs for science, p.22
Transforming learning
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Target groups (stakeholders)
• Children
• Teachers
• Parents
• Headteachers and senior leadership teams
• Middle leaders
• Teaching assistants
• Support staff
• Governors (and foundations/trusts)
• LA officers
• Agencies and organisations working with the school
• Local communities
and
• Architects, designers, technical advisers, project managers,
contractors…..and the LEP from the summer onwards.
Transforming learning
Every Child Matters
Change is an emotional journey
Transforming learning
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Energisers and sappers
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When to change?
Performance
Time
Sigmoid curve
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Change Management Key Messages
1. BSF is fundamentally a change programme, not a building programme. CM
is key to transformation
2. Recognise when it is appropriate to change. CM is a continuum throughout
BSF.
3. CM needs to be long term, sustainable and to build capacity for the
leadership of change
4. Resources are needed to support the change programme. Existing
planning and delivery resources and partnerships need to be aligned
5. CM strategies and plans need to address behavioural & cultural change as
well as organisational & structural change. Schools, as organisations, are
the result of combined influences
Transforming learning
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Change Management Key Messages
6. Change is an emotional journey. It is threatening and can be disruptive.
This needs to be planned for. All stakeholders need to be clear about why
change is needed and be involved in the programme
7. We need to plan for different target groups. Within each group there will be
sub-groups, at different stages of ‘readiness’ to change
8. Change management is more than (but embraces) CPD, workforce reform,
ITT, school improvement planning, leadership development
9. The impact of the change programme will need to be monitored and
evaluated. There is a relationship between change management plans, Key
Performance Indicators and performance management arrangements
10. Camden’s and schools’ change strategies have to be aligned. Change
management plans are not set in stone; they change and have to be
updated regularly.
Transforming learning
Every Child Matters
Appendix – additional resources
Transforming learning
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Schools today
‘Today’s high schools were
conceived
at the beginning of the 20th
century to prepare students to
work in an industrial economy
that looked very different from
the economy we have today’
Bill and Melinda Gates Foundation. ‘High Schools for the
new Millennium’
Transforming learning
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Institutions for schooling
 Teacher commands content and
style of learning
Organisations for learning
 Limited choice
Learning professionals seek the
most appropriate combination of
learning opportunities
 Learning happens at the
beginning of life
Learners choose how, where, what
and when they learn
 Learning happens in institutions
Everyone learns all the time
 School buildings as ‘institutions’
delivering traditional learning
Learning happens anytime,
anywhere
 Education benefits some
Responsive, alert and flexible
buildings able to accommodate
change
 Child adapts to the school
system
 Schools see other learning
providers as a threat
Learning benefits all
System supports the learner
Learning providers collaborate with
each other
Transforming learning
Every Child Matters
Camden Campus for Learning
Every Child Matters
Challenge and engagement
Raise achievement for all Close attainment gaps
High quality teaching and learning
PRUs
Children’s
centres
Special
schools
Youth
services
Primary
Schools
Secondary
Schools
Robson
House
Camden
CSF
Education fit for C21
Personalised learning 14-19 entitlement
New KS3 curriculum
New pedagogies
Development of skills
New technologies
Diversity & choice
Colleges
Children
and young
people
Other
education
providers
Extended
services
CLC
Multi-agency
teams
Partnership
Specialisms/
hubs of expertise
Collaboration
Parents
and carers
Adult &
community
education
Out of school
learning
Integration and coherence
Inclusive
Transforming learning
Schools in
other
boroughs
Every Child Matters
Efficiency and
value for money
The Big Picture
Transforming learning
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Shift Happens
‘We are currently preparing students for jobs
that don’t yet exist using technologies that
haven’t been invented in order to solve
problems that we don’t even know are
problems yet’
Link to latest video on Youtube
(http://www.youtube.com/watch?v=6ILQrUrEWe8)
Transforming learning
Every Child Matters